Assessing the Impact of the COVID-19 Pandemic on Graduate Learning Experiences in Higher Education: Insights and Recommendations

The COVID-19 pandemic has left a profound impact on higher education, prompting the need to assess its effects and provide guidance for future pandemics or disasters. While previous research has often focused on individual courses and short-term consequences, there is a limited understanding of the broader college experience. This study conducts a comparative analysis of graduate performance throughout different phases of the COVID-19 pandemic, utilizing a Graduate Learning Experience questionnaire with a five-point Likert scale. Scores for graduate attribute items were collected and compared across three distinct phases: pre-pandemic, pandemic era, and post-pandemic. The results reveal significant shifts in the student learning experience during these timeframes, with notable differences between on-campus and off-campus learners concerning their learning environments. The study also examines the reasons behind these variations, particularly among students living in on-campus hostels versus those off-campus. Additionally, it assesses the university's response to the pandemic's adverse effects and evaluates the effectiveness of these response measures. These findings offer valuable insights into the factors influencing graduate attributes in the context of online learning, with a specific focus on Hong Kong. They also provide policy recommendations for shaping the future of higher education in the aftermath of pandemics or disasters. Furthermore, these results can serve as a guiding framework for addressing similar challenges in other regions dealing with post-disaster recovery. Purpose: This study aimed to examine the impact of the COVID-19 pandemic on graduate students' educational experiences in higher education. It focused on changes across different pandemic phases and differences between on-campus and off-campus students. The study also evaluated the university's pandemic response and provided recommendations for future higher education disaster planning. Methods: Data were collected through a questionnaire, measuring graduate students' experiences pre-, during, and post-pandemic. This facilitated the identification of shifts in learning experiences. The study also explored reasons for variations between on-campus and off-campus students' experiences and assessed the effectiveness of the university's pandemic response. Conclusions: Significant changes in graduate students' learning experiences were observed during different pandemic phases, with notable distinctions between on-campus and off-campus learners. Key factors contributing to these disparities were identified, and the university's pandemic response was evaluated. Implications: This research carries substantial implications for the future of higher education, particularly disaster preparedness. It underscores the importance of considering the unique needs of on-campus and off-campus students in online learning environments. Lessons drawn from the pandemic response can inform strategies for addressing future crises in higher education. Limitations: The absence of a control group of unaffected students makes it challenging to precisely measure the pandemic's impact on graduate attributes. Additionally, focusing on a single university in Hong Kong may limit the generalizability of findings to other regions and institutions. Finally, the study does not explore the pandemic's effects on faculty and staff, who also have significant roles in shaping the higher education experience.